Assessing, differentiating, and reporting children’s functional strengths and support needs

Children can experience challenges to their learning, participation, and wellbeing for a range of reasons, including developmental differences and delay. Environmental factors such as inaccessible settings can also play a part. When challenges exist, children may benefit from informal and formal supports that are tailored to their individual strengths and support needs, irrespective of whether they have a diagnosed condition.

This project developed an evidence-based and culturally responsive approach to address the current gap in knowledge and lack of consensus about how best to assess, differentiate, and report children’s functional strengths and support needs. The Framework will inform professional practice, operational guidance, and decision making.

The Framework focuses on professional practice when working with children aged 0-12 years and their families. It can be used across relevant health, education, disability and community services to support all children, irrespective of whether they have a diagnosed condition or may receive a diagnosis in the future.

The project broadly followed the same methodology used to address the questions set out in the two Autism CRC National Guidelines. This involved an iterative, co-designed process of evidence gathering, evidence synthesis, and consensus building involving community, professional, and Government stakeholders.

This project is one of a number of activities funded by a Commonwealth Department of Social Services Industry, Linkages and Capacity-Building grant.